Developing an English Language Curriculum Essay Example for Free

Building up an English Language Curriculum Essay The current issue includes building up an educational program for English language that is appropriate for all individuals, originating from everywhere throughout the nation; even those without the essential information on the language. The difficult involves discovering the premise of growing such an educational program, dissecting the substance and inclusion of such an educational plan, testing the reasonableness of it to the clients, sketching out an example educational program and discovering the conceivable result of such an educational plan. The difficult will likewise examine the probability of making bargains, potential trade offs, the gatherings influenced and how to balance the impacts of such settles. Hypothetical Background and Analysis Curriculum improvement for dialects has for a decent time span been founded on; creating language responsiveness, creating certainty and fitness in the utilization of English language, attempting to impart into the students the psychological ability, preparing students to create language innovative and passionate aptitudes by means of oral, perusing and composing aptitudes. In attempting to build up any showing educational plan, one can concentrate on the above as rule. Generally, the educational plan exercises have been controlled by utilization of a specific arrangement of objectives should have been accomplished. Subsequently one would plunk down and investigate the specific things he needed to accomplish at that point feel free to build up an efficient method to wind up with the ideal outcomes. Inability to accomplish these outcomes would be trailed by restorative measures to the educational plan. In any case, further improvements to this has prompted another method of building up an educational plan dependent on the way or course used to accomplishing wanted outcomes other than the one dependent on building up an educational program on objective premise. An educational plan can be created based on assignments (Nunan, 1998). One methodology centers around breaking down the psycholinguistics engaged with the procurement of a subsequent language and initiation of such in a homeroom. The other methodology fundamentally centers around the reason the students need the language for. Nunan and Lockwood (1991) have thought of a model to execute the last methodology. This includes permitting students build up the aptitudes of the language, offer an opportunity to examine and tune in on how test undertakings are comprehended, giving a linguistically educated direction for execution of different assignments, and animating them to create abilities that are developing in them by means of practice. We should anyway place into thought the current issue; that the understudies will be relied upon to become familiar with a subsequent language, for this situation English. Much as they will attempt to be given the above rules we can likewise be guided by a model appropriate for them. Two models can be engaged as a reason for this: (a) The practice method of reasoning way which centers around what they will mean to do with the language they are learning. (b) Psycholinguistic model which responds to the inquiry on the necessary components to procure a subsequent language. I do in this way suggest such an educational plan would involve courses that will cause the students to be acclimatized into a culture of having a positive reaction to utilizing the English language as relating correspondence every day, preparing them how to convey, compose, think basically and tackle issues utilizing the language. Essentially, since the language involves having the option to peruse, compose (which would request information on the syntax, utilize the language mechanics, handwriting and spelling), to tune in and talk all these future part and passel of the educational program. Emerging Effects and Addressing the Problem It is difficult to build up a trade off educational program for everybody. While some would view such changes as just an exercise in futility and wrecking their time in school since they know the nuts and bolts, the students would discover a chance to absorb what is important to give them a simpler time in school. A trade off must anyway lessen the probability of going into what the newcomers can discovered for themselves. Since they as of now have come to consider different courses in the foundation, it very well may be expected too that the greater part of them will know about the difficulties in question. Rather than state setting up a different scholarly year to experience the educational program, the educational plan can be made to fit into their program as they experience different courses of their investigation. One can consequently fit in two courses of contemplating English in their first year of study. The main course, for instance can contain courses for the understudies to learn correspondence, composing and understanding abilities, while in the resulting term, the subsequent course can involve courses provoking understudies to speculation fundamentally, expository aptitudes, translation aptitudes, and utilizing the language to plan thoughts. It must be viewed as that understudies should be presented to securing a subsequent language by introducing one which is more mind boggling what they have and they will pick up maximally. This was a faith in input speculation by Krashen (1981, 1982) which has followed up on for some investigates. The subsequent stage would involve discovering what lion's share of the students will be, their experience dialects and how the educational plan can be fit to support them. An examination should be directed to set up what the current circumstance is on the ground, need of having such an educational plan, its suggestions to the understudies as of now in the organization and how they want to be made a difference. It would be of little need to build up an educational plan that lone copies work and over-burdens the understudies. In deed, this can be illuminated via completing a broad exploration on the requirement for it, even before it is planned. Once there is sufficient proof that such an educational plan is of need, one can feel free to structure it. It is smarter to join the perspectives on the expected recipients to this venture. The educational program ought to be equipped towards ensuring that the understudies additionally advantage in use of the language in different trains other than English itself. In this manner, a decent availability between English language abilities ought to be guaranteed by the educational plan being actualized. Execution and Review Once the program has been actualized, there is have to continue obtaining the criticism from the recipients relating different courses, their advantages and what they think should be possible to enhance the emerging challenges, dissecting the components of the input and doing the remedial measures as relating course improvement. End In the above investigation, I have given a premise model which can be utilized in building up an English language educational program, and sort to take care of issues identified with its presentation in any learning condition. The execution and survey area tries to give a framework how one can place enthusiastically such an educational program and audit it. Recollect that a decent educational plan is the one that achieves its expected reason acceptably. It doesn't imply that it is liberated from challenges, yet these must be managed. Reference NCCA (2008): Curriculum Online. Recovered from, http://82. 195. 132. 34/record. asp?locID=399docID=-1, on September 10, 2008 Krashen, S. (1981). Second language procurement and second language learning. Oxford: Pergamon Press. Krashen, S. (1982). Standards and practice in second language procurement. Oxford: Pergamon Press. Nunan D. (1998). Open Tasks and the Language Curriculum. Macquarie University Urbana-Champaign University of Illinois. Recovered from http://www. iei. uiuc. edu/TESOLOnline/messages/nunan/file. html on September 10, 2008. Nunan, D. , Lockwood, J. (1991). The Australian English course: Task based English for post-novices. Cambridge: Cambridge University Press.

Sunni Islam

Sunnis Several years after Muhammad's passing, the different groups of the Islamic confidence were framed. A large number of Muhammad's family members and friends were associated with the force battle, and the war at long last balanced out when Mu'awiyya, the representative of Syria, assumed responsibility for the Caliphate. This denoted the ascent of the Umayyad dynastyâ which managed Islam for a long while. Despite the fact that the Qur’an appoints that the division of Muslims into various areas is taboo, three groups of Islam created and developed at the finish of the Islamic Civil War.These incorporate the Sunni, Shiite, Ahmadiyya and Karijite. Of these four, the Sunni group is by a wide margin the biggest, including 90% of the world Muslim populace, with Shi’a containing the second biggest rate. The exacting interpretation of the word Sunni is â€Å"habit† or regular practice. My supposition that will be that the propensity or practice alludes to the activities of Muhammad. So anybody professing to follow the Sunnah, which are the activities of Muhammad and can show that they accept the Hadith, which are portrayals of the activities of Muhammad, can believe oneself to be a Sunni Muslim.People of Sunni direction accept that Muhammad had never picked a replacement his passing and subsequently no one can actually appropriately succeed him or become the succeeding pioneer of the Caliphate other than his nearest partners, or Shahaba. Sunnis belive that lone the initial four caliphs ought to be viewed as the appropriately driven caliphs. They incorporate Abu Bakr, Umar al-Khattab, Uthman Affan, and Ali Talib. In reality why there has not been one broadly known caliph since 1923 for the whole Islamic religion is because of the way that Islam is separated into these three segments metioned earlier.Although Sunnis acknowledge hadith described by the initial four caliphs, they respect one assortment of hadith to be the most real. This is known as the Sahih al Bukhari. The exacting interpretation of sahih is â€Å"authentic†. The Sunni part of Islam has four lawful ways of thinking orâ madh'hab, through which Sunnis practice strict statute, or strict way of thinking. There was only one madh-hab during the hour of the â€Å"rightly-guided† Caliphs yet after the start of the Umayyad tradition, things changed. The Umayyad caliphs didn't have a similar strict authority as the past ones.After the Umayyad Dynasty, there was the Abbasid Dynasty. In contrast with the Umayyads, they were progressively strong of Islamic law. The crystallization of four significant Sunni madh’hab of Islamic fiqh came to fruition by the third century of Hijra. These four incorporate the Hanafi, which was established by Abu Hanifah and is the prevailing school of Muslims in the United Kingdom and Germany, and furthermore followed by Muslims in Bangladesh, Pakistan, India, and Afghanistan. The Maliki school, established b y a Hanifa’s oldest understudy named Malik ibn Anas and is the predominant school of Muslims in Morocco, Algeria, Libiya, Nigeria, Sudan Bahrain, UAE and Kuwait.The Shafi’i school established by an understudy of Malik named Muhammad ibn Idris debris Shafi’i and is the prevailing school of Muslims in Indonesia, Egypt, Malaysia, Brunei, Singapore, Kenya, Somalia, Kenya Tanzania, Jordan, India, Syria and Lebanon. The Hanbali school established by an understudy of al-Shafi’i named Ahmad canister Hanbal, and is the prevailing school of Muslims in the Arabian Peninsula, to name the most overwhelming ones. The adherents of these four schools follow a similar fundamental convictions however contrast from each other as far as training and execution of customs, and in understanding of Shari’a.So as opposed to again splitting themselves into various schools of law, Sunnis rather like to simply consolidate and call themselves all Sunnis. Theâ religious conten t of Islam, the Qur'anâ was accumulated by Muhammad’s nearest buddies and viewed as bona fide my all Muslims. There are numerous parts of day by day life, anyway that are not referenced in the Qur’an however they were watched and gone down through ages. These oral record are called hadith. Sunnis respect just certain assortments of hadith to be credible and those are accumulated by six explicit recorders named Bukhari, Muslim, Nasa’ii, Dawud, Tirmidhi, and Majah.The history of the Sunniâ€Shia strife starts in theâ splitâ that happened when Muhammad died in the 632 which prompted a debate overâ who ought to succeed him asâ caliphâ of the Islamic people group. This prompted the skirmish of Siffin. For quite a while, Sunni Islam was separated from Shi'i Islam by its adherence to the Caliph as the pioneer of the Muslims. Be that as it may, Sunni and Shi'i Islam are the equivalent in that they share significant showed standards: the completeness of God, the confidence in the disclosures of Muhammad, and the faith in restoration on the Day of Judgment.Even however the fundamental split in Islamic practice is among Sunni and Shi'a Muslims, there are a few differences inside the Sunni people group. Practically like how Americans have various perspectives, there are some liberal and increasingly common developments in Sunni Islam that state that Shari'a is deciphered on an individual premise, and that dismiss anyâ fatwaâ or strict order by strict Muslim position figures. There are additionally a few developments in Sunni Islam, which dismiss and now and again abuse liberal Muslims for endeavoring to bargain certain Muslim conventions.

How to structure an essay

How to structure an essay How to structure an essay This guide is for anyone looking to vastly improve their essay writing skills through better knowledge what is meant by good 'essay structure'. Essay writing is a key component to academic success at every level. It is, essentially, the way in which people within the academic community communicate with each other. Thus, there are fundamental ways in which academics structure their work and formal ways of communicating what they have to say. Writing essays is not simply a hoop for students to jump through. The vast majority of instructors and professors also write essays at a professional level, and they do not ask of their students anything less than the standard that is asked of them. Where too many students go wrong in writing their essays is in either failing to plan ahead (not giving sufficient, care, thought, or time to the process) or in not understanding the expectations of essay writing. Of these expectations, appropriate and effective essay structure is critical. Students often lose valuable marks by failing to structure their essays clearly and concisely to make the best of their ideas. So how do you structure academic writing? What is the best essay structure format? First, consider what an essay is. What is it supposed to do? At its core an essay is simply an argument. Now, by argument we don’t mean a slanging match between two angry people. Rather, we are talking about a formal argument. An idea or a claim, which is supported by logic and/or evidence. Imagine the following scenario: you feel the time has come to approach your boss about getting a raise at work. Imagine yourself walking into your supervisor’s office and requesting that raise. Almost automatically, your mind formulates a rhetorical structure. There are effective and ineffective ways of asking of making such a request. The effective strategy will have a logic and an order. You will firstly claim that you deserve a raise. And you will give evidence to support why you deserve that raise. For example: you are a hard worker, you are never late, you have the admiration and respect of your colleagues, you have been offered another position elsewhere and you want the pay matched. And so on. And you would probably wrap up your discussion with an overview of of why giving you more money is important. And that is fundamentally an essay. Every good essay has three basic parts: an introduction, a body, and a conclusion. This simple guide will show you how to perfect your essay structure by clearly introducing and concluding your argument, and laying out your paragraphs coherently in between. Your essay writing can be dramatically improved overnight simply by using the correct essay structure, as explained below. Where the essay starts When you are writing an essay, every sentence and every paragraph is important. But there is something extra important about introductions. Just like going out on a date for the first time, you want the introduction to be just right, almost perfect. You want to put your best self forward and create a great first impression. You should already know this, but most professors and instructors will start grading your work in their head as soon as they begin reading it. They will be sorting your essay, maybe not in terms of a grade, but most definitely in terms of strong/weak, interesting/dull, or effective/ineffective. And most will have some notion of where your essay falls on that scale before they even finish the introduction. It will be the rarest of markers who withholds judgement until the end. The introduction is something you absolutely must start strong. Always develop an introduction that clearly sets out the aims of what you are about to write and, if applicable, refers to the subject under investigation. State what the essay will try to achieve and briefly mention some of the main points you will consider. The idea is to give the marker an overview of your argument, to show that your thought process is logical and coherent and that you have carefully thought the question through. Don’t try to go into any of your key points in depth in your introduction â€" they will each be covered by a full paragraph later on. If the question is an ‘either or’ or a ‘how far do you agree’ question, it is useful to set out both sides of the argument briefly in the introduction in preparation for exploring the two sides later in the essay. Think of your introduction as a thumbnail picture of the whole essay. Anyone, but especially the marker, should know the essay subject and how you intend to prove or disprove it, just from having read just the introduction. Take the following example: You have been given this assignment: The main purpose of Gothic fiction is to break normal moral and social codes. Discuss. A strong introduction should read something like this: It is certainly true that many works of Gothic fiction manifest the transgression of normal moral and social codes as their major theme. Their emphasis on female sexuality, their breaking of the boundaries between life and death and their shocking displays of immoral religious characters would all suggest that this is indeed the case. However, it is also important to consider other major aspects of the genre that might be considered equally important in purpose, such as its fascination with the supernatural, its portrayal of artificial humanity and its satirical social attacks. This essay will explore these conflicting purposes with reference to several different Gothic texts to discover what might be best described as the ‘main’ purpose of the genre. Reread that paragraph. Does it tell you what the topic of the essay is? What the point is? What the essay plans to do? Now, without reading think about just the size of that paragraph. If a marker were to see an introduction that were any less than that they would automatically know, without even reading a word, that the topic was not going to be well introduced. That is not to suggest you simply fill up the paragraph, but that a certain amount of information in the introduction is expected. It is worth pointing out that in a much longer essay an introduction does not need to be limited to a single paragraph. Generally, however, it will be. The body of your essay The second part of the essay is the body. This is the longest part of the essay. In general, a short essay will have at least three full paragraphs; a long essay considerably more. Each paragraph is a point that you want to make that relates to the topic. So, going back to the ‘give me more money’ example from earlier, each reason you have for deserving a raise should be a separate paragraph, and that paragraph is an elaboration on that claim. Paragraphs, like the essay overall, also have an expected structure. You should start a new paragraph for each major new idea within your essay, to clearly show the examiner the structure of your argument. Each paragraph should begin with a signpost sentence that sets out the main point you are going to explore in that section. It is sometimes helpful to refer back to the title of the essay in the signpost sentence, to remind the examiner of the relevance of your point. Essay writing becomes much easier for you too this way, as you remind yourself exactly what you are focusing on each step of the way. Here's a signpost sentence example: One important way in which Gothic fiction transgresses normal moral and social codes is in its portrayal of the female heroine. Further sentences in this paragraph would then go on to expand and back up your point in greater detail and with relevant examples. The paragraph should not contain any sentences that are not directly related to the issue set out in the signpost sentence. So you are writing an essay that clearly separates its ideas into structured sections. Going back to the wage-raise example: in the middle of talking about how punctual you are, would you start talking about how you are a good colleague, then about that client you impressed, and then talk about your punctuality again? Of course not. The same rules apply: each paragraph deals with one idea, one subject. The end of your essay The last section of your essay is the conclusion. In general, this will also be a single paragraph in shorter essays, but can go on to two or three for slightly longer discussions. Every well-structured essay ends with a conclusion. Its purpose is to summarise the main points of your argument and, if appropriate, to draw a final decision or judgement about the issues you have been discussing. Sometimes, conclusions attempt to connect the essay to broader issues or areas of further study. It is important not to introduce any new ideas in the conclusion â€" it is simply a reminder of what your essay has already covered. It may be useful again to refer back to the title in the conclusion to make it very clear to the examiner that you have thoroughly answered the question at hand. Make sure you remind them of your argument by very concisely touching on each key point. Here an example of an essay conclusion: Overall, whilst it is certainly true that the characters, plots and settings of Gothic fiction seem firmly intended to break normal moral and social codes, the great incidence within the genre of the depiction of the supernatural, and in particular its insistent reference to social injustice and hypocrisy might suggest that in fact its main purpose was the criticism and reform of society. But where do I start??? Now you should have a solid grasp of a typical essay structure, but might not know how to actually begin structuring your essay. Everyone works differently. Some people have no trouble thinking everything out in their head, or putting together an outline, and starting with the introduction and finishing with the conclusion. If you are not confident, however, we suggest writing from the inside out and doing the body paragraphs first. Since each body paragraph is a main idea, then once you know what your main ideas are, these should come fairly easily. Then the introduction and conclusion after that. If you're really struggling - or just curious - you can also look into the Essay Writing Service from ourselves here at Oxbridge Essays. We can put together a comprehensive essay plan for you, which maps out your essay and outlines the key points in advance, and in turn makes the writing process much easier. One final thought to remember: good essays are not written, they are rewritten. Always go over your first draft and look for ways to improve it before handing it in. You may also like... Essay exams: how to answer To what extent How to write a masters essay Great essay writing in 8 steps essay helpessay structureessay tipswriting a good essaywriting tips

Why Do Men Commit Crime So Much Recorded Crime - 939 Words

The purpose of this assignment will be to explain and understand why women don’t commit 50% of recorded crime and why men commit crime so much recorded crime. Also, why corporate companies are more likely to get away with crime more than conventional crimes. This essay will look at theories of gender crime and explain why male/females commit specific crimes. As well as the economic factor of geographical crime and poverty. The Home office statistics will be used to explain the difference between gender criminal activities and draw upon penal statistics. The word gender is often used to reflect sex and the distinction between sex, and biologically refers to the differences between sexes are socially constructed. Sociologist believe that gender have different social roles, identities and expectations which are encapsulated in construction of masculinity and femininity which transcend biologically to determine characteristics. For example, to be a man, husband, father or woman, w ife or mother.. The penal system in England and Wales are overflowing with men whilst only 5% of women are incarcerated, and were serving 12 months or less, whilst men made up for 95% of the rest of the population in prison. Females that commit crime was seen as invisible to society, as well as crimes of corporate crime. Women have a very different criminal conduct then men; women have the reduced rates for violent crimes like, homicide, serious violence and professional crimes. The majority of womenShow MoreRelatedThe Gender Differences in Particular Types of Crime Essay examples1198 Words   |  5 Pagesdifferences in particular types of crime. I intend to do this by using various books and the Internet to briefly explore burglary, prostitution and crime related to a violent nature. I also wish to include any graphs or statistics I may find of interest and relevance to this essay. 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While this may be true in part, there have been many studies written since which differ significantly. Conversely, there are also studies that are at least in part, if not wholly in line with his findings. WhetherRead MoreEssay on Understanding Research Methods1574 Words   |  7 Pagesâ€Å"Women in the Boardroom: Symbols and Substance?† .This paper proposes if women and minorities add a valuable new perspective that results in an enhanced corporate performance. The second is called â€Å"Knife crime statistics†. This paper summarises the available statistics that relate to knife crime. To achieve a good grade, I have been ask to complete five different tasks that consist in: identify and discuss the use of the seven different methods, the strengths and weakness of three of them, writeRead MoreWrongful Conviction And Wrongful Convictions1704 Words   |  7 Pagestheir way across the courts around the United States. 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A Brief Note On International Logistics Inc. - 2186 Words

International Logistics Inc. Assessment Ashley Ellenberger MGT 370 International Supply Chain Management Dr. Irina Weisblat June 26, 2016 Introduction Working for International Logistics Inc. and being such an integral part of the growth of this company has been a real honor. Looking towards the future of International Logistics Inc. it is important to focus the company’s attention towards new international ventures in order to keep up with globalization. Working as the international logistics manager it is important to look at the pros and cons of possible export countries that would be most beneficial to the United States and International Logistics Inc. The need for thorough research of the possible country and market is†¦show more content†¦Also, the country of Malaysia has grown tremendously in manufacturing and boasts itself as a wonderful tourist destination the technology aspect is not a strong suit. While the tourism aspect is a strong suit for Malaysia they have been faced with various struggles regarding increased globalization and its effects on the rainforests and other environmental factor s. Unfortunately, along with any other country there are varying levels of trade barriers and regulations that companies must address when doing business. Exporting to the Southeast Asian and Malaysian markets will take time and invaluable research to get the job done right. Some major benefits to International Logistics Inc. are the fact that Malaysia is willing and ready to eliminate import taxes on 100% of United States high tech instruments exports immediately allowing International Logistics Inc. to keep pricing competitive and establish themselves in other nations. On a more positive note the use of high tech equipment could be beneficial to Malaysia and International Logistics Inc. in terms of the varying types of equipment such as environmental monitoring equipment, meters, and other precision measuring equipment that would allow Malaysia to keep a closer eye on its beautiful natural resources and environment. Another area that may be a disadvantage for International Logisti cs Inc. and the fact that Malaysia is not part of the World Trade Organization and

Sociology of Sport Film Review Free Essays

Bend it like beckham is based on Jess, a 17 year old British born, Sikh girl who has an undying passion for football, her favourite player is David Beckham and he is exactly who jess wants to be. But jess’s parents have taken every effort to stay in touch with the families Indian heritage. Jess’ father and mother are after their daughter to go to law school, learn to cook a traditional Indian dinner, and settle down with a nice Indian boy — the latter of which is high on the agenda of her older sister Pinky, who is soon to wed her long-time beau Teetu. We will write a custom essay sample on Sociology of Sport Film Review or any similar topic only for you Order Now However, her family is unaware that Jess has a secret passion ,football. Her parents don’t know that in her spare time she likes to play a friendly game in the park with some of the boys in the neighbourhood. One day, while Jess and her pals kick the ball around, she meets Jules, who is quite impressed with Jess’ skills. Jules plays with a local semi-pro women’s football team, the Hounslow Harriers, and she thinks Jess has what it takes to make the team. Jess knows that her parents would never approve of their daughter playing football, so she doesn’t tell them, and starts spinning an increasingly complex series of lies as she tries to keep up a double life as a student and a footballer. Jess soon discovers a number of her new friends have their own problems to overcome; Jules dreams of playing pro ball in America, but has to deal with her stubborn and disapproving mother, while Joe, Hounslow’s Irish coach, still struggles with the disappointment of a career as a professional athlete which was dashed by a knee injury. Throughout Bend it like Beckham, clear sociological factors all appear, from stereotypical ideologies through to race, class and gender, bend it like Beckham is a enjoyable, funny film that can be used to explain more clearly how ideologies, identity, power and social influences all have a part to play in everyone’s lives. Ideologies are beliefs and ideas that people form to give meaning to their life experiences and make sense of the world, there are different types of ideologies, including class, race and gender ideologies and these ideologies form identities. Identity is about belonging, about what you have in common with some people and what differentiates you from others. At its most basic it gives you a sense of personal location, the stable core to your individuality. But it is also about your social relationships, your complex involvement with others’ (Weeks 1990 p. 88 cited in Rutherford 1990 p. 88) Class ideologies are the beliefs that people have to understand economic inequalities, identify them in terms of their class position and evaluate the manner in which economic inequalities are and how they should be integrated into the organization of social worlds. Class ideology is not an as important factor in the movie as the other forms of ideology but it picked up upon slightly when the father mentions that they are not rich, also the environment in which the movie is filmed portrayed her family as working class, however she is planning to go to university and wins a scholarship at the end so her education is pretty good. Racial ideology is one of the main ideologies depicted in the movie, it is a set of ideas and beliefs that people use to give meaning to skin colour and to evaluate people in terms of racial classifications. Racial ideologies vary around the world, but they are powerful when people use them to classify humans into racial categories. In the film, jess is Sikh, this means the family generally follow strict cultural life preferences due to their religion and these preferences cause restrictions in jess’s freedom, she shouldn’t even show as much skin as a football kit reveals in general, let alone play football itself, with girls from other cultural backgrounds, she is seen as disgracing the family for her participation. Racism is touched upon in a scene during which she retaliates to a tackle and receives a red card, only to find out that she was called a ‘paki’. The coach explains to her that he also received discrimination due to him being Irish. This informs us of the constraints of racial barriers still produced now, even in today’s multi-cultural society. Another factor in the movie is that Jess and Joe ( the Irish coach) end up falling for each other which is another racial barrier that is not regularly crossed due more to the beliefs and culture of jess and her families religion. Gender ideology is also a set of ideas and beliefs but that masculinity, femininity, and male-female relationships. It is the Basis for defining what it means to be a man or a woman, evaluating and judging people and relationships and determining what is natural and moral related to gender. The main issue relating the gender ideologies in this film relates to the race ideology and that is that she opposes the obvious stereotype of an Indian woman, An Indian woman’s identity is created by the tradition’s of an Indian woman, for example according to ideologies her job is to cook and look after the house and children. however her interest is not a family and learning how to cook, but to become a professional female footballer and attend university to study for a degree. By Jess opposing this gender ideology, she is creating her own identity as an Indian woman footballer, trying to keep her femininity by falling for the Irish coach, sticking to her Indian traditions by wearing the clothes and learning to cook, however she does this all and still able to play football up to a scholarship standard, doing the best job to define her own identity. She also defies the stereotypical footballer, which for a start, is male, and is rarely Indian, in English society anyway. , emphasising on her identity as a woman footballer, not a man. Jess opposes her parents and other groups of people with the same traditions and beliefs, who feel that women shouldn’t play football, and this is a clear example of femininity, also during a scene where jess is involved in a match, the same is being watched by 4 of jess’ male friends who shout sexist remarks at the team members, not in a malicious way but this still shows the males idea of women as an object, during this scene, jess’s secret gay friend ( who is also Indian and therefore causes another constraint in that omosexuality is frowned upon more than it is in other cultures) asks the boys, which are also his friends, as to why they can’t see the woman as footballers, and they all just laugh, which emphasises peoples stereotypical thoughts of women. In the film they also talk about the opinion that even Indian boys should not play football, so for a female Sikh to play is deemed as even worse, Jess is completely contradicting two ideologies, her ge nder ideology, and her race ideology. But this way creating her own identity, its is a struggle for Jess to fight all the ideologies present to achieve her goal. Ideologies of women in sport mean that there are several gender barriers to overcome people still feel that sport is male dominant and there are certain sports that are for men, and certain sports that are for women, and bend it like Beckham contradicts this belief. Power is also noticeable in the movie and there are different power hierarchies, the football coach is male, so still portrays the male dominance in the sport as he is seem as the leader and the team of females still have to do as he says. Also the parents have different levels of parent, jess’s mother seems to have influence over the father, and they both have influence over their daughter. Jess feels that she is being constrained and sees the football team as a social structure; Identity is formed in the relationships between ‘social structures’ and an individual ‘subjectivity’ (Hughson et al 2005 p. 110). She feels she can use this social structure to assert her agency; Jess knows that sporting achievement is a sign of social mobility, therefore she knows that her constraints could decrease in society if she can achieve high in a football career, barriers would decline and she would exceed expectation due to the stereotypes she is grouped in and op portunities in life would come more easily. So Jess is taking her individualism as a Sikh female to create a relationship with a social structure, which is the football club. and she can achieve all this by the opportunity to play football. The film shows she achieving this to her best of her ability as she gets scouted and wins a scholarship to a top university to play football, where she can individually change peoples perception of Indian woman, and also influence other Indian females to start playing football. The one key moment in the movie that I felt best exhibits all the main sociological factors of identity, ideology and power comes on 6 minutes into the movie, jess is walking through the local park when her male friend sees her and asks her to join in, as soon as she starts playing to can see power and gender ideologies already, the group of men that she is playing have there tops off for a start, and being able to take there tops off to play football shows male dominance and masculinity, which shows power is present as the men believe they are in charge because they are male. Also they say sexist comments to jess about her football capabilities as a female for example, one of the men say â€Å" can you chest it like Beckham, you know, give it sum bounce (emphasising on her chest) , it wasn’t malicious as they were all friends but it was another means so showing the gender ideology and male dominance, as well as gender discrimination. The movie continues and jess gets hold of the ball and takes it round all the boys before scoring, unknowingly being watched by Jules, her soon to be football partner and best friend. Jules runs off and Jess continues to play football. The movie then continues into Jess’s room where she talks to her poster of David beckham, she says â€Å"its not fair that the boys never have to come home and help† what she is saying is that because of her families religion, there are rules that must abided to and one of them is that the women are the ones in the home, for cooking and cleaning and the boys are the ones who work.. This is one of the main barriers to participation she has, her ethnicity means she is going against her families beliefs by playing football. She also asks the question, of if she had an arranged marriage, would they let her play football? This emphasises on the constraint that her ethnicity causes for her participation in the sport. Her father then walks in the room and starts to moan about all the posters of ‘a bald man’ on her wall, the opposite of how a man should look like according to her religion. The clip carries on into the engagement party located at her house, and by the large amount of people in the house, which is small as it is, this can be looked upon as defining her class ideology of a working class family, as they may not be able to afford a bigger area of the night. Now jess is dressed in all her traditional Indian clothing, a big contrast to her shorts and Manchester united top she wore down the park. Jess is handing out a plate of food and an old lady, says to her that it will be her turn soon to get married and does she want a proper Sikh with a full bear and a turban, the direct opposite to David beckham, this links to race ideology as saying that their religion has a typical man and that her marriage and Sikh life in evitable, it also just hints on the barriers she must overcome to achieve her dream, she doesn’t want the traditional normal life of a female Sikh, she wants to be a professional footballer. This key moment continues but now the scene is set back at the park, again she is playing football with the same group of topless men, whereas three girls who know jess, are watching on, checking out the men. Jess makes this a stark contradiction to the stereotypical scenario because even though she is female, she is playing football, in her football shirt, with the lads, rather than sit with the girls. She contradicts her own stereotype by playing football, she is not the Sikh girl everyone wants her to be. Jess finds it easier to fit in with the girls by knowing the boys, he is very much a tomboy who would rather be out getting muddy than buying new clothes. Again contradicting her own gender ideology, she also comes across as gay to many of the Sikhs because of her unorthodox activities. While playing football Jules goes over to jess, and in front of the lads asks her if she plays for any team, immediately afterwards one of the males says â€Å" yer like who, Southport united sari squad† this is a dig at her ethnicity not at her gender or sex, so this explains my point that she has to overcome two main barriers that are her gender and her ethnicity, both ideologies constrain her from participation, and also male dominance and masculinity also don’t help with her problem of her being a female footballer either and the power influence can be seen underlying the movie. This is where my key moment ended. In summary, I have learnt that social identities and ideologies are formed from sport societies, in today’s world, Groups and societies are characterised by shared values and conflicts of interest and sports forms are culturally produced, reproduced and/or transformed, sports forms are social constructions that change as power relations change and as narratives and discourses change. n relation to identity, ideology and power, Bend it like Beckham touches on several key sociological dimensions, it mainly focuses on how her cultural identity constraints her from participating in the sport she loves as her parents strict beliefs and traditions and they feel that she should be a proper Sikh and learn to cook Indian food, not play football. She should be focusing on becoming a lawyer according to her parents. She also has to deal with the fact that she is a woman and football is a male dominated game, therefore, for an Indian female to wanting to play football, she must overcome social barriers and constraints to achieve her goal, and the film is based on her attempt to achieve this. Sport is a very important influence in everyone’s social lives, it effects peoples participation, culture and social groups, is a reflection on peoples social life. How to cite Sociology of Sport Film Review, Essay examples

Education Reform free essay sample

Education Reform It is undeniably clear that we have serious problems with our education system. Talk to any teacher and you will hear the same complaints; overcrowded classrooms, lack of supplies and text books, unfairness of the grading system, discipline issues, drugs, underpaid teachers and the list goes on and on. The result; our children can’t read, spell or solve basic math problems without a calculator. Many students can not even find their own country on a map. In the midst of debates going on in many different levels, the big question is how can we fix these problems? The National Commission on Excellence in Education delivered a devastating assessment of American education in 1983. According to the commission’s findings; 23 million American adults were illiterate by the simplest tests of reading and writing. Almost 13 percent of all 17 year olds in the United States were functionally illiterate. Illiteracy among minority young was a scaring 40 percent. While this act has made little headway in reform, it has been a step towards the right direction. Even though students are receiving education, they still are not getting the adequate education in order to succeed. The government has been giving money to programs on the verge of reforming the education system. The federal government has implemented new ways in support against the fight wherein, better education can be achieved. The creation of charter schools is one way in the fight towards reform. Charter schools provide a way to encourage learning hrough smaller classes, teacher performance based pay to ensure quality education, and better materials. Sam Dillon in his article, No Child Left Behind Act, shows one step the government has taken towards reform. On Sept. 1 3, 2011 † in an important first step to improve a provision of the No Child law and in a rare display of bipartisanship † the House approved a bill supporting the expansion of charter schools, the initial part of a legislative package planned by Republicans to carry out a piecemeal rewrite of the law. The bill tweaks an existing federal grant program that rovides start-up money for new charter schools † current ly about $250 million† and adds some quality control provisions (Dillon 32). Since supplying federal monies to this type of schooling, charter schools are a valuable asset to school districts everywhere. A study conducted by Chester E. Finn, Jr. , in Charter Schools in Action, labels charter schools as a hybrid between public schools and the most highly prized features of private schools (for example: self-governing, able to hire whomever it likes, control over curriculum). These charter schools are available to all who wish to ttend, are paid for by tax dollars, and all actions are held accountable to state and local authorities for good performance as well as decent behavior. These alternative schools are authorized to run tor a specific period, usually about tive years, and are able to get their charter renewed, if successful, after the allotted time. Finn and his associates spent two years visiting sixty schools in fourteen states and assessing the accomplishments of each program (Finn 214). Students and parents like their charter schools. Three-fifths of the kids say their teachers are better. Half are more interested in their schoolwork. Three-fifths say the charter school is safer and has better discipline than the school their child would otherwise be attending. Four out of five plan to keep their child in the charter school as long as its available (Finn 216). Families and teachers are turning to charter schools for educational reasons (Finn 216). Factors stated by parents and teachers included smaller class size, the schools educational philosophy, committed parents, and better teachers (Finn 216). Implementing more money to charter schools has significantly improved academic erformance. The current Obama administration provides money to charter schools along with the implemented Voucher Program, where parents of children can receive financial support in order to open up the possibilities of better education else ware. The federal government is enacting better ways to support a crumbling educational system, although these proposals are not going to change the problem at hand overnight. There are other ways in order to help reform aside from providing money to schools in need. One of these ways was a simple suggestion made by Paul Goodman. In order to better help our education system; he suggests students take a break or a leave of absence from education after graduating high school. Paul Goodman proposed this strategy: an individual out of high school should have a requirement that he or she be required to wait a minimum of two years in order to attend a college or university. By doing so, you open up the students life to incorporate outside influences, such as life experience and a chance to greatly mature as an individual in the process. This break opens the mind to the Joys of learning again. Students in todays society are less often to further education out of creature of habit, as opposed to need. By eliminating the student to continue education right after high school and provide the student with real life experience, this gives the student a break from education and a choice later on to continue their education if they desire. The theory could be accomplished with a pilot program utilizing a half a dozen of prestigious schools. In a society of must do attitude, the sending of subliminal messages of hope by forcing education based on television commercials, equirements, and opportunities that higher education is a must in order to be successful, society sends the message by pushing students to succeed in education, otherwise they will not attribute to society. The theory which has benefit for those burnt out on education, also provides a window of opportunity for success in the future, giving the student the choice to further education or not. There is a twofold process required to help Jump start education for a 180 degree turnaround. This is by way of going to the root of the problem, parental responsibility or guidance. Some parents should be held accountable along with school districts in the success of our youth. California has passed a law where parents have the ability to conduct change in education. Using the new state law known as the parent trigger, organizers at an underpertorming school in Compton Ca. , where parents collected hundreds of signatures within a particular school district, were able to effect change, allowing the community to turn public schools into a charter school. By doing so students would spend more time in smaller classes with specific curriculum and a staff of new teachers. In essence, the law creates a parents union, which advocates say will provide powerful and needed counterweight to teachers unions and district bureaucracies. If 51 percent of parents in a persistently failing school sign a petition, they can force the school to change into a charter, close it entirely or replace the principal and teachers (Medina 4). Similar legislation has passed in Texas, Ohio and Connecticut and is being considered in nearly a dozen more states † but California, the earliest adopter, is furthest along. With opponents and skeptics arguing that parents lack the expertise o make important policy decisions better left to career educators, the Compton case is a prime example of how challenging it can be to create change (Medina 5). At the same time, government has encouraged or provided tools for parents to inflict change. The hard case to argue is we know students do not come with disciplinary problems, which contribute many issues within each individual student. In order to contribute to the success of students, parents must also be accountable for their childs actions. It is not always the case, in the state of economy plaguing our nation; arents are struggling to make ends meet or have no source of substantial income. The child is solely responsible for their own actions and there are laws in place to not only protect the student from receiving an adequate education, but holding the parents responsible to ensure that success. These laws although are not being enforced, are a result of law enforcement cutbacks, school district cut backs and the overwhelming of court cases. The school districts would enforce state and local law in conjunction with local authorities, by imposing fines for some parents failing to ensure their child is in chool and monitor their behavioral problems in school and at home. Doing so is a long fought battle, with most counties and school districts lacking the necessary funds to incorporate programs. Programs to help out of control youth, educate parents to become more responsible, instead of letting a child in the household do what they want with no guidance. It is totally understandable that some parents cannot be with their kid 2417, but school districts can implement programs and ways for parents needing help with their child, whether at school or at home. This could improve parental relationships while becoming more involved in their childs life. Whos to say its going to work if it is not tried. Educational reform is not only necessary in todays country, but for the overall survival of our economy and future. Education should be our main priority and should be embraced by all for the future of our educational system. No Child Left Behind act requires that test scores increase in every school every year, to meet the requirement that 100 percent of students reach proficiency by 2014. According to a ew research report, 31,737 of the 98,916 schools missed the laws testing goals in 2009, vastly more than any level of government can help to improve (Dillon 32)